Week 8

“The quest to integrate technology into the curriculum and organizations creates many leadership issues” (University of Phoenix (UOP), 2015). As a technology leader, how will you balance the need to improve student achievement, and also create meaningful learning for all your students? How will you create a positive relationship between administrators and teachers that is essential for the success of any initiative (Fox, Gong, & Attoh, 2015)? And finally, how can you determine the true cost of technology?

Student Success and Technology

Technology’s potential for improving learning lies in the ability of instructors to offer learning that is interactive and collaborative (Pacansky-Brock, 2013). I first saw this happen in the 1990s when the first word processing programs were introduced. When students not longer had to “rewrite” reports by hand, and could just change a word on the computer, writing improved. Technology has also brought us multisensory learning (Pacansky-Brock, 2012). Videos that students can see and hear, verses just reading information in a book, improves the instructor’s ability to meet individual learning styles.

Perhaps the greatest potential for improving student learning through technology lies in our ability to offer instruction that meets diverse student learning styles. Flemming (2015), suggests technology based strategies to meet the needs of various learning styles. For example, tactile learners can create their own multimedia presentations, visual learners might want to take a picture, and auditory learners might want to do a voice recording on the computer (Flemming, 2015). We no longer live in a world where only the print learners are successful. Technology has created a world where all learners can be successful.

Leadership

According to Fox et al., (2015), schools cannot reach their goal of successful education for students without effective school leaders. Successful technology integration is the result of leadership that builds trust through communication and collaboration (Fox et al., 2015). Antagonism and mistrust result when instructors are required to sit through technology instruction for equipment they do not have, or even worse, instruction that is not relevant to their classroom needs (Entrekin, 2008). School administrators should not be the sole decision makers on technology integration. School leaders need to think holistically, including faculty, students, and technology support, when looking at technology integration. (Bates & Sanga, 2011).

Total Costs of Ownership (TCO)

School administrators need to think beyond the initial price of technology (Brooks-Young, 2006). Do not make the mistake if thinking once the technology is paid for, it will be used. The true cost of technology involves maintenance and training. According to Brooks-Young (2006), the savvy school leader knows the true cost of technology, and how to manage and anticipate the elements surrounding technology integration. Visit http://www.cosn.org/tco (COSN Leading Education Innovation) for a free TCO Tool to help school technology leaders,

Here is a checklist to use for determining both acquisition and maintenance of technology.

Acquisition

• Hardware and software costs

• Installation costs

• Warranties and licenses

• Insurance

Maintenance

• Electricity costs

• Training costs

• Infrastructure costs

• Personnel costs for technical support

• Repairs and upgrade costs (UOP, 2015)

Note: The optional Participation Assignment for week 8 involves using a QR code. QR codes are a quick method for linking students to information. QR codes are square modules with encoded information that are scanned by a cell phone. The scan instantly connects you to informational websites and videos. If you do not have a QR reader on your cell phone, now is the time to try and download one from your smartphone’s app store. To earn credit for two participation posts, read this QR code and email me where it takes you.